As concepções de educação em direitos humanos nos planos normativos internacional e interno e sua implementação nos Projetos Políticos Pedagógicos das escolas de referência em ensino médio do Agreste Meridional de Pernambuco

Abstract

The object of this research is to study the conceptions of Human Rights Education (HRE) in the pedagogical policy projects of the Reference High Schools in the Agreste region of Pernambuco, in dialogue with international and domestic human rights legislation. The general objective is to identify the incorporation of HRE in the pedagogical policy projects of the Reference High Schools in Pernambuco and the concept of HRE that is adopted. lt is based on the assumption that the pedagogical proposal in Pernambuco, in the context of the Reference High Schools, in which there is a perspective of Integral Education that aims for the multidimensional formation of the student (cognitive, social, political, emotional), has incorporated a criticai conception of HRE, seeing it as an instrument for the formation of protagonist subjects, agents of social change. A perspective of HRE is explained, based on valuing previous knowledge and the different types of knowledge that make up the students' cultural background, based on the theoretical-methodological proposal of the Ecology of Knowledge, with support from the criticai theory of human rights. The research explains the conceptions of HRE by analysing the normative documents that regulate HRE in secondary education in Pernambuco, namely: the Unified School Rules of the Pernambuco State Education Network and the Political Pedagogical Projects (PPP) of the Secondary Education Reference Schools (EREM). These schools are located in the area covered by the Agreste Meridional de Pernambuco Regional Education Department (GRE), with headquarters in the municipality of Garanhuns. The analysis of the data led to the conclusion that HRE is present in a rudimentary form in the pedagogical proposals of the Reference High Schools in the Agreste Meridional region of Pernambuco, a presence that can be seen from the mention of elements that characterise HRE in the majority of the PPPs, in items such as the objectives, mission, vision, values and methodological approach. There is evidence of a universally orientated concept of human rights, referencing documents drawn up within the framework of the UN and UNESCO, such as the 1948 Universal Declaration of Human Rights (UDHR). However, given the scenario that emerged after the research was carried out, it is essential that the pedagogical political projects be reformulated, given that most of them are out of date, with the aim of incorporating a criticai conception of human rights education as the guiding principie of the emancipatory education that these schools claim to promote in their proposals.